Knowledge Risks in the Age of Generative AI: Epistemological Shifts and Educational Responses

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 3
  In Roundtable Session: Critical Examination of AI's Role in Education

Abstract

This paper investigates five knowledge risks posed by generative AI—disembodiment, hallucination, fragmentation, authority erosion, and instrumentalization—and responds with a structured educational framework. It proposes five pedagogical strategies: restoring subject-context-method alignment through embodied learning, strengthening justificatory reasoning via critical thinking, promoting continuity through structural integration, reinforcing academic standards to sustain epistemic authority, and reclaiming meaning-making as the core of knowledge education. Rather than rejecting AI, the study critically engages with its influence on knowledge production, offering a normative and philosophical response grounded in education. It contributes a conceptual model for rethinking how knowledge can be responsibly taught and learned in the era of AIGC.

Author

• Tianjian WANG, Guangzhou University